Oversigt over alle publikationer

Søg i forskningsdatabasen PURE

Sortér efter: Dato | Forfatter | Titel

Hanghøj, T., Fougt, S., Bundsgaard, J., Bundsgaard, J., Lorentzen, R. F., Brahe-Orlandi, R., Molbæk, L. & Rørbech, H. (2022). Scenariedidaktik i dansk: et overblik. I Håndbog i scenariedidaktik (s. 63-80). Aarhus Universitetsforlag. Didaktiske studier

Fougt, S., Bundsgaard, J., Hanghøj, T. & Misfelt, M. (2022). Scenariedidaktik på tværs af roller, ting, tid og rum. I Håndbog i scenariedidaktik (s. 43-62). Aarhus Universitetsforlag. Didaktiske studier

Andersen, I. G. & Smith, E. (2022). Social contexts and gender disparities in students’ competence beliefs: The Role of Gender-Stereotypical Beliefs and Achievement Patterns in the Classroom for Students’ Self-Concept in Gender-Stereotypical Subjects. Frontiers in Education, 7, [840618]. https://doi.org/10.3389/feduc.2022.840618

Smith, E. & Gümüs, S. (2022). Socioeconomic achievement gaps and the role of school leadership: Addressing within- and between-school inequality in student achievement. International Journal of Educational Research, 112, [101951]. https://doi.org/10.1016/j.ijer.2022.101951

Anderson, S. D. (2022). Sozialität. I C. Markom & J. Tosic (red.), Einführung in die Bildungsanthropologie: Ein Lehrbuch (s. 293-298). new academic press.

Messiou, K., Bui, L. T., Ainscow, M., Gasteiger-Klicpera, B., Bešić, E., Paleczek, L., Hedegaard-Sørensen, L., Ulvseth, H., Vitorino, T., Santos, J., Simon, C., Sandoval, M. & Echeita, G. (2022). Student diversity and student voice conceptualisations in five European countries: Implications for including all students in schools. European Educational Research Journal, 21(2), 355-376 . https://doi.org/10.1177/1474904120953241

Nørgård, R. T. (2022). Students’ academic digital competencies in higher education: development of a cross-institutional model. I R. Sharpe, S. Bennett & T. Varge-Atkins (red.), Handbook of Digital Higher Education (s. 271-285). Edward Elgar Publishing.

Elkjaer, B. (2022). Taking Stock of "Organizational Learning": Looking Back and Moving Forward. Management Learning, 53(3), 582-604. https://doi.org/10.1177/13505076211049599

Primdahl, N. L. (2022). Taking a Break from the ‘School Machine’: Understanding the Intended Purposes of School-Based Mindfulness among Teachers. I Wellbeing and Schooling - Cross Cultural and Cross Disciplinary Perspectives (s. 87-106). Springer. EERA Book Series: Transdisciplinary Perspectives in Educational Research https://doi.org/10.1007/978-3-030-95205-1_6

Hillesund, T., Schilhab, T. & Mangen, A. (2022). Text Materialities, Affordances, and the Embodied Turn in the Study of Reading. Reading Research Quarterly, 13, [827058]. https://doi.org/10.3389/fpsyg.2022.827058

Bruun, M. H. & Wahlberg, A. (2022). The Anthropology of Technology: The Formation of a Field. I The Palgrave Handbook of the Anthropology of Technology (s. 1-33). Palgrave Macmillan. https://doi.org/10.1007/978-981-16-7084-8_1

Elkjaer, B. (2022). The Future is in the Present. Learning and Organizing in the Field of Organizational Learning. I M. Malloch, L. Cairns, K. Evans & B. N. O'Connor (red.), The Sage Handbook of Learning and Work (s. 208-222). SAGE Publications. https://doi.org/10.4135/9781529757217.n14

Jensen, N. R. (2022). The Milltown Boys at Sixty: The Origins and Destinations of Young Men from a Poor Neighbourhood: by Howard Williamson. London and New York, Routledge, 2021, 210 pp., incl. index. ISBN 978-0-367-72514-3 (hbk), 978-0-367-72522-8 (pbk), 978-1-003-15510-2(ebk). European Journal of Social Work, 25(3), 559-560. https://doi.org/10.1080/13691457.2022.2035898

Aarkrog, V. (2022). The Significance of Learning Environment and Decision-Making for Enrolment in and Completion of VET: A Danish Case. I The Standing of Vocational Education and the Occupations It Serves: Current Concerns and Strategies For Enhancing That Standing (s. 265-285). Springer. Professional and Practice-based Learning Bind 32 https://link.springer.com/chapter/10.1007/978-3-030-96237-1_13

Nickelsen, N. C. M. & Simonsen Abildgaard, J. (2022). The entwinement of policy, design and care scripts: providing alternative choice-dependency situations with care robots. Sociology of Health and Illness, 44(2), 451-468. https://doi.org/10.1111/1467-9566.13434

Valentin, K. (2022). Transnational political engagements and diasporic connections in Nepali education-related migration to Denmark. I Mobilities and Mobilizations: South Asian Universities as Transformative Spaces (s. 289-314). Oxford University Press.

Smedegaard Ernst Bengtsen, S. & Gildersleve, R. (2022). Unfixing the university: Higher education and the ontology of travel. 15-16. Abstract fra Philosophy and Theory of Higher Education Conference, Uppsala, Sverige.

Højgaard, T. (2022). University Mathematics-Laden Education, Competencies and the Fighting of Syllabusitis. I O. Lutsenko (red.), Active Learning : Theory and Practice (s. 143-151). InTechOpen. https://doi.org/10.5772/intechopen.97692

Banzhof, E., Anderson, S. D., Grandin, G., Hardiman, R., Jensen, A., Jones, L., Knopp, J., Levin, G., Russel, D., Wu, W., Yang, J. & Zandersen, M. (2022). Urban-rural dependencies and opportunities to design nature-based solutions for resilience in Europe and China. Land, 11(4), [480]. https://doi.org/10.3390/land11040480

Douglas-Jones, R., Bruun, M. H. & Kristensen, D. B. (2022). Values, Ethics, and Morality. I M. Bruun, A. Wahlberg, R. Douglas-Jones, C. Hasse, K. Høyer, D. B. Kristensen & B. R. Winthereik (red.), The Palgrave Handbook of the Anthropology of Technology (s. 509-527). Palgrave Macmillan. https://doi.org/10.1007/978-981-16-7084-8_26

Andresen, B. B. (2022). Vocational education during school shutdown - a Danish case on emergency remote teaching. I D. Passey , D. Leahy, L. Williams, J. Holvikivi & M. Ruohonen (red.), Digital transformation of education and learning - past, present and future: IFIP Act 642 (s. 205–214). Springer. I F I P Advances in Information and Communication Technology Bind 642 https://doi.org/10.1007/978-3-030-97986-7_17

Holflod, K. (2022). Voices of Playful Learning: Experimental, Affective and Relational Perspectives across Social Education and Teacher Education. Journal of Play in Adulthood, 4(1), 72-91. https://doi.org/10.5920/jpa.1007

O’Toole, C. & Simovska, V. (2022). Wellbeing and Education: Connecting Mind, Body and World. I R. McLellan, C. Faucher & V. Simovska (red.), Wellbeing and Schooling: Cross Cultural and Cross Disciplinary Perspectives (s. 21-33). Springer. EERA Book Series: Transdisciplinary Perspectives in Educational Research Bind 4 https://link.springer.com/chapter/10.1007/978-3-030-95205-1_2

Pocinho, M., Garcês, S., Neves de Jesus, S. & Knoop, H. H. (red.) (2022). Wellbeing and Resilience in Tourism: A Systematic Literature Review During COVID-19. Frontiers of Psychology: Positive Psychology , 12, [748947]. https://doi.org/10.3389/fpsyg.2021.748947

McLellan, R., Faucher, C. & Simovska, V. (2022). Wellbeing, Schooling and Educational Strategies: Why are cross-cultural and cross-disciplinary perspectives needed? I R. McLellan, C. Faucher & V. Simovska (red.), Wellbeing and Schooling: Cross Cultural and Cross Disciplinary Perspectives (s. 1-17). Springer. EERA Book Series: Transdisciplinary Perspectives in Educational Research https://link.springer.com/book/10.1007/978-3-030-95205-1#toc

Nørgård, R. T. (2022). What comes after the ruin? Designing for the arrival of preferable futures for the university. I S. S. E. Bengtsen & R. E. Gildersleeve (red.), Transformation of the University: Hopeful Futures for Higher Education (s. 156-174). Routledge. World Issues in the Philosophy and Theory of Higher Education https://www.routledge.com/Transformation-of-the-University-Hopeful-Futures-for-Higher-Education/Bengtsen-Gildersleeve/p/book/9780367610265

Bach, C. C. & Bikner-Ahsbahs, A. (2022). When a digital tool guides mathematical communication. I U. T. Jankvist, R. Elicer, A. Clark-Wilson, H-G. Weigand & M. Thomsen (red.), Proceedings of the 15th International Conference on Technology in Mathematics Teaching (ICTMT 15): Making and Strengthening “Connections and Connectivity” for Teaching Mathematics with Technology (s. 224-231). Danish School of Education, Aarhus University. https://doi.org/10.7146/aul.452

Primdahl, N. L. (2022). When the ‘mindfulness wars’ enter the classroom: making sense of the critique of school-based mindfulness. Oxford Review of Education, 48(1), 112-129. https://doi.org/10.1080/03054985.2021.1933407

Wildemeersch, D., Læssøe, J. & Håkansson, M. (2022). Young sustainability activists as public educators: An Aesthetic Approach. European Educational Research Journal, 21(3), 419-434. https://doi.org/10.1177/1474904121990953

Stjernqvist, N. W., Ljungmann, C. K., Benn, J. & Klinker, C. D. (2022). “I was pushed over the edge, but I didn't die” – A qualitative case study of Danish school children's food literacy at FOODcamp. Appetite, 175, [106040]. https://doi.org/10.1016/j.appet.2022.106040

Larsen, S. N. (2021). "Den rigest mulige vekselvirkning...". Dansk, (2), 6-9. https://dansklf.dk/grundskolen/tidsskriftet_dansk/l%C3%A6s_tidligere_udgaver/dansk_2021/l%C3%A6s_dansk_2021

Hansen, P. R. (2021). "Det er sjovt, hvor forskellige man er, selvom man er ens med sin skilsmisse": En undersøgelse af børns oplevelser med samtalegrupper for skilsmissebørn. Barn – Forskning om barn og barndom i Norden, 39(2-3), 105-120. https://doi.org/10.5324/barn.v39i2-3.3641

Gilliam, L. (2021). "Sej er jeg ikke længere": Minoritetsdanske drenge og lysten til skolen. Dansk Pædagogisk Tidsskrift, (2). https://dpt.dk/temanumre/2021-2/sej-er-jeg-ikke-laengere-minoritetsdanske-drenge-og-lysten-til-skolen/

Larsen, S. N. (Producent), Gjessing, E. (Andet) & Skou Olesen, J. (Producent). (2021). #3 Vi skal give de unge mennesker en chance. Billeder, Video- og Lydoptagelser (digital) http://www.sophia.nu/dannelsessamtaler/

Kaasby, M. (2021). A Chronotopic Meeting between Conceptual Metaphors in a Biliteracyperspective: a Research Project about Developmental Potentials in Bilingual Pupils' Reading of Canon Texts . 0-1. Abstract fra 23rd International Conference on Cognitive Semiotics and Metaphor Theory, Singapore, Singapore.

Trasmundi, S. B., Kokkola, L., Schilhab, T. & Mangen, A. (2021). A Distributed Perspective on Reading: Implications for Education. Language Sciences, 84, [101367]. https://doi.org/10.1016/j.langsci.2021.101367

Laursen, R. (2021). A Sociological Investigation of Governance through a Mandatory Learning Management System and Practice in Danish Primary and Lower Secondary Schools. Aarhus Universitet. https://doi.org/10.7146/aul.426

Skovhus, R. B. & Poulsen, B. K. (2021). A broader educational and vocational outlook in compulsory education has consequences for social justice. International Journal for Educational and Vocational Guidance, 21(2), 465-480. https://doi.org/10.1007/s10775-021-09468-1

Slutsky, R., Kragh-Müller, G., Rentzou, K., Tuul, M., Gol-Guven, M., Foerch, D. & Paz-Albo, J. (2021). A cross-cultural study on technology use in preschool classrooms: early childhood teacher’s preferences, time-use, impact and association with children’s play. Early Child Development and Care, 191(5), 713-725 . https://doi.org/10.1080/03004430.2019.1645135

Brøgger, K. (2021). A specter is haunting European higher education: the specter of neo-nationalism. I V. Bozalek, M. Zembylas, S. Motala & D. Hölscher (red.), Higher Education Hauntologies: Living with Ghosts for a Justice-to-come (s. 63-75). Routledge. https://www.routledge.com/Higher-Education-Hauntologies-Living-with-Ghosts-for-a-Justice-to-come/Bozalek-Zembylas-Motala-Holscher/p/book/9780367527846

Petersen, K. B., Byrd, D. & Mower, D. (2021). About this issue - from the Editors. Journal of the International Society for Teacher Education, 25(1), 5-8. [1]. https://isfte.org/index.php/2021/07/12/jiste-25-1-diverse-aspects-on-education-perspectives-from-the-world/

Østergaard, M. K. & Skyggebjerg, A. K. (2021). Abstrakt matematik i et børneperspektiv. Viden om Literacy, 30, 50-58. https://www.videnomlaesning.dk/media/3972/30.pdf

Nielsen, G. B. (2021). Academic freedom and activism for e/quality: reconfigurations of identity, politics and knowledge in higher education. Abstract fra International Conference on Academic Identities and Higher Education: The Meaningful University, Roskilde, Danmark.

Jensen, T. W., Nordentoft, H. M. & Smedegaard Ernst Bengtsen, S. (2021). Academic writing development of master’s thesis pair writers: The impact of negotiating and assigning writerly identities . Abstract fra EATAW 2021 11th Conference of the European Association for the Teaching of Academic Writing, Ostrava, Tjekkiet.

Christensen, J. H. (2021). Acquisition of theoretical concepts through online formative feedback exercises. Abstract fra European First Year Experience 2021 (EFYE), Aarhus, Danmark.

Larsen, S. N. (Producent). (2021). Adfærdsledelse. Få Det Til At Ske Med Steen Nepper Larsen & Dannelsen: Produceret af Henrik Dresbøll, CEO, WeLearn. Kbh. K. Billeder, Video- og Lydoptagelser (digital)

Nielsen, A. M. & Petersen, F. F. (2021). Affectivity and Relational Awareness in Pedagogy and Education: moments of hesitation in intersubjective encounters. International Review of Theoretical Psychologies, 1(2), 135-151. https://doi.org/10.7146/irtp.v1i2.128018

Thomsen, B. M. S., Kofoed, J. & Fritsch, J. (red.) (2021). Affects, Interfaces, Events. (1-2 udg.) Imbricate! Press. Capacious: Journal for Emerging Affect Inquiry http://imbricate.press/book/

Larsen, S. N. (2021). Afvisning, ydmygelse og taknemmelighedsgæld. Forskerforum, (347), 26-27.

Seland, I., Huang, L., Arensmeier, C., Bruun, J. & Löfström, J. M. (2021). Aims of citizenship education across Nordic countries: Comparing school principals' priorities in citizenship education 2009-2016. I H. Biseth, B. Hoskins & L. Huang (red.), Northern Lights on Civic and Citizenship Education: : A Cross-national Comparison of Nordic Data from ICCS (s. 43-63). Springer. IEA Research for Education Bind 11

Viser resultater 101 til 150 ud af 15314

Forrige

Næste

Revideret 09.06.2022 -

Knud Holt Nielsen